LIBRARY OF CONGRESS. 



®^ajt^.51b@op^ng^i If n* 

UNITED STATES OF AMERICA. 



THE 



ALLEN METHOD 



OF 



Shorthand, 



TAUGHT BY 



/ 

/ 

N. CLEVELAND, ALBANY, N. Y, 



A Pamphlet of Information. 

5?v,f 3r - 



CONTENTS : 



To the Reader. 

Shorthand. 

The Value of Shorthand : 

i. For Personal Use. 

ii. As a Business. 
About Systems. 
How to Study Shorthand. 
What Has Been Done. 
Terms for Instruction, &c. 
Why the Allen Method is the Best. 
Allen's Manual. 
The Demand for Stenographers. 
Opinions of the Press. 



Page. 



18 



Copyright, 1886, by N. Cleveland. 



V- 



V THE READER : 



This circular advocates a new departure in the field of 
phonographic education. It represents a sy stein based on years 
of experiejice in professional work and in teaching, that is thor- 
oughly practical, and in its plan of study and other respects dis- 
tinct from any other. The Allen Method has earned its high 
position in the shorthand world by proving that phonography may 
be learned with an ease, certainty and speed that is nothi?ig short 
of ?narvelous to those acquainted only with the common systems. 
It has been well tested, and is thoroughly reliable. It has come 
to stay. 

The statements in this circular are based on facts, and are 
not exaggerations in order to get pupils. The Allen Method is 
fully able to stand upon its merits, and does not need to have any 
misstatements made in its behalf, or any claims that will not 
be realized. 

We recognize the 7?ierits of former systems and the benefits 
they have conferred, and whatever is said about them here 
does not result from prejudice or ill-will toward them or 
any of their representatives ; but the surprising number of 
those who have by their mode of study failed in their efforts to 
become practical stenographers, and the thousands that are even 
now going on to meet disappointment in the same way, both 
warrant and demand a remedy, and it is but right that they 
should have it. 

Much information regarding the stenographic art, and 
our Method and how to learn it, is give?i in this pamphlet. I 
shall be glad to answer any inquiries on any of these subjects. 

NEWCOMB CLEVELAND. 






J 



SHORTHAND. 



QHORTHAND is the art of writing with the rapidity of speech. 
•^ It is also called stenography and phonography. Stenography 
means "condensed writing," and phonography "sound-writing." 
All systems of shorthand, as well as the letters of the ordinary alpha- 
bet, are phonographic, for they represent sound. The only difference 
is in the completeness and accuracy of that representation. The best 
kinds of shorthand, by more minute analysis of English sounds, 
represent them more accurately, but in no system adapted to ver- 
batim reporting can every sound be recorded. Only the outline, the 
suggestive part of the word, can be expressed in fast writing. The 
writing must be "condensed." Therefore stenography and phono- 
graphy are both correct terms to designate modern shorthand. 

Many people, however, call the systems based on the ordinary 
alphabet stenographic, and those on the special more accurate alpha- 
bet, which is much better for shorthand purposes, phonographic. 
The Allen Method is based on the latter. 

We give below a diagram showing the consonants as used in the 
Allen Method. The vowels can be represented in various ways, but 
are not expressed in shorthand, except in a few words. It will be 
seen that the sounds of the English language (and not the common 
alphabet) are taken as a basis of phonography, and that sounds 
resembling each other are given similar signs; as, for instance, the 
sounds of P and B, being very much alike, are represented by strokes 
in the same direction, but one heavy and the other light. This 
alphabet is simple and can be used rapidly, but by lengthening and 
shortening the strokes, by adding hooks, loops, etc., of various kinds 
and in different positions, to represent frequent combinations, and 
modifying the simple signs in other ways, great speed is reached and 
it is possible to write as fast as words are spoken. 



>fl£^ 



y/^ _j/u N^ 

v\ "Tf „/z 



x/ 



NC 



r zrt 



S° 



H is omitted. The sound of the heavy TH is heard in the word 
THEN, and of the light TH in the word THIN. The sound of ZH 
occurs in the word USUAL. 

To show the application of this kind of shorthand in the simplest 
form, the first three sentences on the preceding page are repeated 
in phonography : 



-^"ly^i^ 



^ 



f 



—n 



-%i /U - 



*vu 



The first four sentences in an advanced stvle would be : 



*t 



s 



VA\ 



n l 



LTV *s 



V 



C, • l — f ^ o 



Within the last half century shorthand has come into great prom- 
inence. Its value has increased steadily and rapidly; it has become 
a necessity to many professions and kinds of business ; it has opened 
new avenues of employment to thousands ; it has taken rank with 
the noblest of the arts and sciences — and yet it has but reached the 
threshold of its domain. 



THE VALUE OF SHORTHAND. 

I. FOR PERSONAL USE. 

In view of the amount of writing that is done nowadays by all 
persons and for all purposes, the mere fact that shorthand can be 
written with many times the speed of longhand gives it a value that 
cannot be estimated. Longhand (ordinary writing) can be exe- 
cuted at a speed of about fifteen to twenty-five words a minute, per- 
haps a little more. Shorthand can be legibly written at one hundred 
and forty to two hundred words a minute, or seven to ten times as 
fast as longhand ! 

The ability to write in this way is a useful aid to the individual in 
making personal memoranda and drafts of letters or literary articles, 
recording sermons or lectures for future reference or reading or to read 
to others, for corresponding between friends, and, in fact, for doing 
any writing with quickness and ease. It is also useful where it is 
desired to keep private any memoranda or correspondence. 

For the clergyman shorthand will save most of the time and labor 
of writing his sermons and addresses, and will put them into such 
compact form that he can read several sentences at a glance, and 
need not be confined to his notes when speaking. 

Authors and editors find that shorthand makes their work more 
effective, as it does not hinder or interfere with the expression of 
thought. It also, of course, enables them to do the mechanical part 
in much shorter time than by longhand, and with less effort. 

Lawyers by it can do their own shorthand work and save the 
expense of a professional stenographer, without depending on the 
court reporter. They find it specially useful in many other ways. 

To students of all kinds shorthand can be made of great service. 
Lectures as a means of giving instruction are widely used now, and 
are becoming more and more popular. They are always important, 
and sometimes essential parts of a course. In longhand nothing but 
the merest outline can be preserved, and much that it is desirable to 
remember is lost through the inability of pen and memory to retain 



It. The writer of shorthand has an advantage which only those 
familiar with the circumstances can appreciate. Every syllable that 
falls from the lips of the lecturer, every delicate distinction and shade 
of expression can be preserved in black and white to help during the 
school or college course, and to be reliable for reference in after life. 
The ability to write shorthand may to that extent make the difference 
between an imperfect and a thorough education, and so modify all the 
years that follow. 

Students find shorthand useful also in copying from books of 
reference, drafting essays, etc. ; and besides all this, it is an art for 
which there is always a live demand, and which can be relied on as a 
means of self-support. It is something which will be of value in any 
business or profession, and as a personal accomplishment alone will 
repay all the trouble of acquiring it. 

It has formerly taken so long a time to learn shorthand, and there 
has been so little prospect of success in the study, that students have 
been rather slow to take it up; but by the Allen Method both these 
objections are overcome, and many students in college and elsewhere 
have in a comparatively short space of time been able to take advan- 
tage of its benefits. 

Phonography gives good mental drill to the learner, opens new 
and interesting fields of study, and tends to make the ear and the 
pronunciation accurate. We believe the day is coming when it will 
be taught in the schools as a regular branch of education. 

II. AS A BUSINESS. 

Money is earned by shorthand in various ways. The majority of 
those who make it a profession are employed as 

AMANUENSES 

I>y manufacturing and mercantile houses, railroad and insurance 
companies, authors, etc. The stenographer takes down in short- 
hand the correspondence as it is dictated, and writes it out in long- 
hand or on the type-writer, usually submitting it for approval to the 
employer, who can thus answer his letters with promptness and in 
his own language, and save his time for other matters. Business 
men appreciate these facts, and every year the number of those who 
employ amanuenses is increasing. 

The work is not tiresome and is generally very pleasant. It 
requires a speed in shorthand of about eighty to a hundred and 
twenty words a minute, ability to read the notes quickly and cor- 
rectly, and a thorough understanding of punctuation and spelling. 



It is well for an amanuensis to be a good penman or know how to 
use the type-writer. A knowledge of grammar and the ability to 
write a good business letter are not always necessary, but are very 
desirable, and frequently turn the scale in the question of securing or 
retaining a position. 

The salaries paid cover a wide range, say from five hundred to 
two thousand dollars or more per year, depending on the skill and 
experience of the stenographer and the kind and amount of work to 
be done. The usual wages paid to an amanuensis of medium qualifi- 
cations, without much experience, are twelve to fifteen dollars per 
week. Some beginners might be obliged to commence on a little 
less, while many experienced persons receive much more — salaries 
of from $75 to $125 per month being quite common. 

An amanuensis is acquiring additional skill while using what is 
already acquired and receiving pay for it, such a position being a 
stepping stone beUveen the learner and the court-reporter. 

To a young man desiring to enter business or to advance rapidly 
in the commercial world, a position as stenographer in a large estab- 
lishment offers many opportunities that he could not get in any other 
way. He is at once at headquarters. He has every opportunity of 
observing the management and details not only of the particular 
house which employs him, but of the whole branch of industry of 
which that firm is a part. By the nature of his duties he is not con- 
fined to the workings of one department, but is brought into contact 
with nearly everything that transpires. The knowledge thus acquired 
is so much capital in his after career. He has at the start about 
double the pay, and in most cases pleasanter work and better 
prospects of advancement than he would have in an ordinary clerk- 
ship. 

Stenography is a most useful profession for women, and in nearly 
every department they have the same opportunities and are as accept- 
able as men. The work is not nearly so hard as many other things 
which women do for a living, and commands a salary much higher 
than could be earned in other ways. Stenography has conferred a 
great boon on thousands of young women by opening the way to 
desirable and profitable employment, giving comfort and indepen- 
dence. 

LAW REPORTING. 

Law reporting requires a higher rate of speed than writing letters 
from dictation, say 140 to 180 words a minute, and demands better 
general education and stricter accuracy in writing. Errors in the 
shorthand notes or in the transcribing that might in ordinary cases 
be pardoned would be fatal to the success of a court reporter. Some 



8 

familiarity with certain forms of law, such as the laws of evidence, is 
also desirable. 

Almost all courts now have official stenographers, in most cases 
employed on a yearly salary. Often the official duties do not require 
the entire time of the reporter, and much outside work may be done 
in connection. Stenographers frequently do a general shorthand 
business, such as reporting sermons, lectures, and meetings, taking 
special cases in court or before legislative bodies, doing type-writer 
copying, and piece work for authors and others who do not need a 
stenographer regularly. In many cities a large income can be ob- 
tained in this way. 

As a rule, regular law reporters are paid ten dollars per day, and 
ten cents per folio of a hundred words for writing out the notes, 
which usually amounts to $8 or $10 more. Some professionals 
receive as high as $25 per day for their services. Official reporters 
receive, say, from $1,500 to $3,000 per year, and extra allowance for 
copying. Various rates are paid for special business. 

This class of work ought to bring an income of from two to five 
thousand dollars a year to any competent stenographer in a good 
location. 

Few people realize the inconvenience and loss that would be 
occasioned if the courts and legislatures were obliged to do without 
stenographers even for a short time. Shorthand plays an important 
part in the political as well as the business w r orld, and is almost 
indispensable to both. 

ABOUT SYSTEMS. 

There are so many varieties of Shorthand that it is often hard to 
decide which to adopt. 

Some of them are worse than useless, because they are so poorly 
adapted to actual work that scarcely any one can use them to advan- 
tage, and it is a waste of time to learn them. Others are good 
ones to write, but are very hard to learn, and in many cases the 
unexpected amount of labor needed to make them practical causes 
the student to give up in despair, and so derive no benefit from this 
most useful and valuable art. 

If learners commence with a poor system, they will not only lose 
many of the advantages offered by the best methods, but will greatly 
increase the difficulty of learning a better one afterwards, should they 
desire to do so. The bad habits of writing will constantly interfere 
and be a cause of annoyance and delay. 

It is, therefore, of the greatest importance that the very best kind 
of shorthand to be found should be studied at the outset, and for that 



reason considerable space is here given to a comparison of other 
styles with the Allen Method, which we believe to be the best 
vet invented. 

The old-time stenographies have had their day, and, though some 
of them are still offered to the public, they are looked upon with dis- 
favor by the profession, and will doubtless soon disappear. Most of 
the systems having an alphabet entirely different from that shown on 
page 4 are not well suited to actual work. Several of them, in 
trying to escape from some real or fancied difficulty, seem to have 
fallen into others much worse. The systems founded on the common 
phonographic alphabet are the most useful and popular, and number 
among their followers almost all the practical stenographers in 
America. 

Besides the alphabet, they have in common a few of the later 
principles ; but these can be part of a complicated, illegible, and 
slowly- written system, and can also form the basis of a rapid, plain, 
and easy style of writing — the difference between which is the differ- 
ence between a valuable and a worthless possession. 

That system should be selected which is the BEST TO USE 
and the EASIEST TO LEARN. The best for practical use is 
that which is the simplest, the most rapid, and the most legible. It 
is believed that the Allen Method leads in all of these particulars, and 
on page 18 are shown the reasons. The Allen Method is also the 

EASIEST TO LEARN, 

and in this respect acknowledges no rival. 

The great objection to the old systems is that but a small proportion 
of those who commence to study by them succeed in reaching a 
respectable speed, and that those who manage to finally gain such a 
speed are obliged to spend from two to ten times the amount of work 
needed by the Allen Method to accomplish the same or a better 
result. A system may have been written by an expert at a high rate 
of speed, it may be legible as print, it may be marvelously scientific 
and complete, it may be used by many professional reporters, and 
be taught all over the country ; and yet, if it offers to the average stu- 
dent only one chance in ten of final success in getting the desired 
proficiency, and even then will require several times as much work as 
is needed by a better system, no one knowing the facts would want 
to study it. 

It is well known that many drop shorthand without apparently 
getting a particle of good from it, without acquiring any practical 
ability, and with no return for the time and money they may have 
spent on the study. Of those who continue, many are obliged to 
labor for years to reach even a moderate speed. The proportion of 



IO 

successful students by the prevalent methods of teaching phon- 
ography is astonishingly low, and without doubt much lower than in 
any other similar study. Especially is this true in the case of those 
who study by mail, and with certain of the more complicated styles. 
Of course it is to the interest of teachers of the old methods to say 
nothing about these failures, referring only to exceptionally good 
results, but the facts cannot be concealed, and may be noted by any 
careful observer. 

As one or two specimen results, we cite the following : 

A school using one of the best of the popular phonographic sys- 
tems, and having the endorsement of a leading exponent of that 
system, turned out but ten per cent, of its scholars as competent 
stenographers, after a period of one year ! This school is in some 
respects above the average of similar establishments. 

A brilliant journalist, with more time at his command than most 
students give to it, and with instructors at the highest price, after 
working at shorthand five years, could write no faster than an 
ordinarily rapid longhand penman. 

A young man, following a vocation requiring at least intellect, 
devoted his hours to it when away from business (and there were 
enough of them), for seven years, with about the same result. 

A college student, afterward a lawyer, gave the study some time 
nearly every day for eight years, without making it of practical value. 

The former person afterward doubled his speed in a few lessons 
(not by the old method), and soon became a verbatim reporter. 
Both the latter abandoned the art in utter despair. Failures like these 
are too frequent, and have in a great measure prevented the general 
adoption of shorthand. They result from various causes — too com- 
plicated a theory or too much of it, or a slowly written or illegible 
system ; but probably the cause of nine-tenths of them is the plan of 
study. 

HOW TO STUDY SHORTHAND. 

It should be borne in mind that the chief and, to most people, the 
only value of shorthand is its speed, and that the quick attainment 
of speed is the object of every student. This cannot be gained by any 
amount of head-knowledge of the principles of shorthand, but only 
by becoming able to use those principles and apply them quickly, 
without thought, to the words that are being written. The rules 
of writing must be used mechanically, automatically, as a matter of 
habit. We write in the ordinary way mechanically; we are not 
obliged to stop to think whether the letter " h," for instance, should 
extend above the line or below it, or whether the letter " m " should 
have three down strokes or only two, and it is not only possible, but 



absolutely necessary, that shorthand should be written in a similar 
manner. 

Most of the failures are at this point. There are thousands of 
persons who understand the principles of shorthand w r ell enough to 
make them good stenographers, but who have not the power of 
applying those principles quickly, nor the prospect of getting it. In 
all ordinary cases their knowledge of shorthand is good for nothing. 

Still, every system of shorthand in the world, so far as we know, with 
the exception of the Allen Method, is arranged in a way that mighl 
be suitable if theoretical knowledge of principles were the main 
object, but which is directly opposed to the quick attainment of mechanical 
skill, which is the only road to success in the study. 

They recommend and require that the whole, or at least the prin- 
cipal part, of what is called the theory, i. e., the principles and details 
of the art, be gone over by the student before rapidity of writing is 
made an object. The entire mass of rules, exceptions, word-signs, 
arbitrary contractions, and miscellaneous expedients is crammed into 
the student's brain, with perhaps some use of them in slow writ- 
ing, but without any being made practical, and all a source of constant 
hesitation and delay, and then the learner is expected to practice on 
all of them together in order to make them mechanical and so get 
speed. Consequently he must keep almost the entire contents of the 
text-book before his mind when writing, so as to have every rule in 
readiness for use when needed, as well as be able to decide which of 
several ways of representing a sound is the best, think of the right 
contractions or word-signs for particular words, and pay attention to 
the matter he is trying to write, and to the formation of the characters. 

The strain on the attention and memory is intense. It is confus- 
ing and distracting, and prevents that concentration which is essen- 
tial to the best results. The mind is at a great disadvantage, and 
cannot act with the directness and force that would be possible if 
there w^ere but one subject before it. In this condition nothing but 
slow r progress can be expected. 

Again, to make a principle of writing automatic, it must be firmly 
fixed in the mind by using it repeatedly. Each instance of its use 
makes a slight impression, and if these follow each other closely, with 
nothing else between, they quickly deepen and form a habit. If, 
how r ever, after once using a principle the attention is turned with the 
same intensity to a score or so of different subjects, as happens in 
the common way of practicing, these other matters obliterate the 
impression first made, and when the principle is again used it has 
little more effect than it did previously ; in other words, it must 
repeat its w r ork, and instead of strengthening and deepening an im- 
pression already made, must commence afresh. This process must be 



12 

repeated again and again before the desired end can be reached. 
Thus there is an enormous waste of effort, and practice that ought to 
give a good speed is to a large extent lost, and accomplishes but 
little. 

In this respect the Allen Method is totally different from all others. 
By an original and unique arrangement, and by the introduction of 
new principles as well as changing the old, it has made it possible to 
practice for speed from miscellaneous matter almost from the very 
start, and at the same time to have but one or two new principles at 
once, so that the attention is concentrated on those only, and they 
are made mechanical in the shortest possible time. Each one is 
practiced on until it ceases to cause hesitation, and can be used auto- 
matically. Then others are disposed of in like manner. What has 
been studied is so thoroughly mastered, and can be applied so auto- 
matically, that its use requires no thought and does not divert the 
attention. 

By this plan the work of getting speed, as well as learning the 
theory of phonography, is divided into short and easy portions, and 
a task that is impossible to accomplish, if attempted all at once, can 
be completed without trouble and in a short time. All large under- 
takings are done little by little, piece by piece, and that is the only 
true way of learning shorthand. The old methods partially adopt 
this plan in teaching theory, but ignore it in speed practice, and 
suffer the consequences. The Alle*n Method makes use of it all 
through the course. 

If students are capable of becoming stenographers by any method 
they can do it by this. The principles of phonography are very 
simple, and by our plan of study can be learned in a practical way 
without difficulty. By it no one of ordinary intelligence and per- 
severance need fail to master them. 

This mode of practicing on the principles for speed is not allowed 
to prevent neatness and accuracy in writing, or interfere with practice 
in reading. Both these matters are of the utmost importance, and 
are given all necessary attention and made prominent features of the 
Allen Method. Neither should it be inferred that we place a light 
estimate on theory. Theory is the basis of all shorthand — without 
it there is nothing. The reason why so much space is here devoted 
to the methods of making the theory practical is that many former 
systems have signally failed in that respect, while the Allen Method 
is direct and certain. 

WHAT HAS BEEN DONE. 

The success of the Allen Method has been remarkable. It has 
received the cordial endorsement of Rev. Dr. Thomas Hill, late Pres- 



i3 

ident of Harvard University, and himself a shorthand writer, the 
Boston Journal of Education, Youth's Companion, and many other 
papers, extracts from some of which are given on page 24, also of a 
large number of practical stenographers. It has fitted a small army 
of young people for profitable employment in a small fraction of the 
time usually required by other systems, and has made the following 
unparalleled record : 

By this Method, with the usual course of personal instruction 
and regular consecutive attendance, NO student has ever failed 
to reach a speed three times as great as longhand after three 
weeks' study, or speed sufficient for amanuensis work in three 
months' time. 

This showing, to our knowledge, has never been equaled. It is a 
guarantee that this Method is sure, quickly learned, and applicable to 
everyone. 

This degree of skill and amount of work needed to acquire it is, 
however, the lowest limit. Many students have been enabled to act 
as amanuenses, take cases in court, report proceedings of conven- 
tions, and do other high-class work, in one or two months after com- 
mencing the study. A number have reached a speed of 80 words a 
minute in five lessons, speed enough for amanuensis work in nine or 
ten lessons, and 140 to 150 words per minute in two months. A few- 
instances are as follows : 

Mr. E. Pomeroy Collier, in two months after beginning shorthand, 
•did the same work in court-reporting and from dictation as other 
stenographers at that time in the same office who had had years of 
experience. 

Mr. S. B. Pearmain, at Harvard College, gained speed three times 
that of longhand in less than two weeks. 

Miss Minnie E. Conlan was enabled in about three months after 
beginning shorthand to successfully follow the profession of a law 
reporter, being employed by Boston's most eminent lawyers, and 
making nearly as much money in a day as the average lady employe 
does in a week. 

Miss Lydia R. Kendall had taken a course in shorthand for about 
six months at the Boston evening High School and had been giving it 
a great deal of study through the day without getting any more speed 
than an ordinary longhand writer, and says that this was the case with 
all she knew that began at the same time with her, although many of 
them gave nearly all their time to it. After two or three days' 
instruction by the Allen Method she could write twice as fast as any 
of her former companions in study, and in two weeks could write 
rabout three times as fast and apply the principles more accurately. 



14 

Mr. John K. Baxter, a student by mail, gained a speed of forty 
words a minute with ten hours' practice. 

A student by mail, who had reached a speed of about seventy 
words per minute by another system, after beginning all over again, 
with ten lessons was able to write one hundred and fifty words per 
minute. 

Miss Frances F. Groll was able to report in court satisfactorily 
after only two months' study. 

The Allen Method has a great quantity of testimonials from stu- 
dents, many of which have been heretofore published. We do not 
print them here, believing that they are not specially needed. The 
uniformity of good results with even the dullest students, and the 
remarkable progress made by those inclined to study, ought to be 
conclusive evidence to any fair-minded reader. 

Some systems claim to fit a student for an amanuensis position in 
three months's time, with personal instruction, and to teach the 
entire art in a certain number of lessons. The reader should remem- 
ber that some sort of a theory of shorthand can be given very quickly, 
and that a teacher may say that the work is done when the theory is 
learned, while in reality the most difficult part of the course is yet to- 
come, viz. : making the theory practical, after which only is it valu- 
able. It may take years to make practical an amount of theory that 
can be gone over in one or two months. And then, also, there is a 
great difference between having two or three successful pupils with a 
given amount of study and having all succeed. Both these points 
are important and are apt to be overlooked. 

We are firmly convinced that the Allen Method will give skill in 
shorthand in from one-half to one-tenth the time required by other 
systems, and that by it no student need fail to get proficiency. These 
two points are proved by the experience of those who have studied 
it, and cannot be successfully disputed. 

TERMS FOR INSTRUCTION BY MAIL. 

Three months, 13 weeks, not to exceed one lesson per week, $9.00 

Six " 26 " " " " - 18.00 

Three " 13 " " two lessons " - 16.00 

Six " 26 " " " " - 32.00 

With either of the six months' courses a copy of Allen's Manual 
will be included, free of charge. 

The above are the regular courses. Those preferring to do so- 
can take any number of lessons above ten at seventy-five cents each. 
Payment to be made in advance in all cases. 

These terms are low compared with the charges of many 






15 

inferior schools, and considering the value of the system taught. 
They are for individual instruction, and are not for lessons given 
alike to all, membership in "correspondence classes," or for simple 
correction of exercises, which is but a small part of the work, and 
cannot take the place of the full personal explanations and directions 
which every scholar should have. 

This is a matter of importance, as oftentimes teachers merely 
assign parts of a text-book for study, or send a uniform series of 
lessons to all students, of course correcting errors in the scholars' 
exercises. This involves very little work on the part of the teacher, 
and is apt to be unsatisfactory to the pupil. 

PERSONAL INSTRUCTION. 

The terms quoted above are for lessons by mail. Personal instruc- 
tion is given at the Boston school at a charge for tuition of $45 for 
three months. Board can be obtained in that city for $5 per week 
and upwards. Further information on this subject can be had by 
applying to the undersigned. 

LEARNING SHORTHAND BY MAIL. 

Some persons still are a little surprised when told that short- 
hand can be thoroughly and successfully taught by correspondence. 
Such is the fact, however, and many have been enabled in this way 
to study it who could not otherwise. 

The instruction by mail is the same as in case of personal attend- 
ance, except that the directions and corrections of the teacher are 
written instead of spoken. This is really an advantage, for they can 
be preserved and referred to afterwards, while spoken words are often 
forgotten, or remembered indistinctly. 

Those studying by mail save the expense of travel, board, 
etc., in the city, and need not interrupt their regular work, so 
that they can be at home, and perhaps earning money, and still be 
preparing for further usefulness. On the other hand, it usually takes 
longer to learn by correspondence, and some persons might prefer to 
save the extra time rather than the additional expense of personal 
attendance. 

IS A TEACHER NEEDED? 

Some persons have learned stenography without a teacher, but 
many more have failed in the attempt. The student labors under 
disadvantages, and the chances are that he will in a short time either 
drop the study or be compelled to resort to a teacher. Having no 
help other than from books, he is apt to form bad habits of writing 
that will be hard to get rid of afterwards, and will be obliged 



i6 

to spend a great amount of unnecessary time and labor, and even 
then not reach the perfection that would be possible with proper 
training by an experienced teacher. 

The Allen Method is not nearly so difficult as others to learn alone, 
but even with this system it is better to have some one to point out 
mistakes, and give directions suited to individual needs. 

To any one desiring to learn shorthand, good instruction is worth 
many times its cost, and it is poor economy to try to do without it. 

TIME REQUIRED. 

The time required to become proficient in shorthand by this 
method, as taught by mail, depends principally upon the amount of 
practice. A person of ordinary ability, devoting one or two hours a 
day to the study, and taking one lesson per week, should have no 
difficulty in acquiring speed sufficient for amanuensis work with the 
six months' course. More hours of practice per day would reduce 
the time accordingly. Many have in a much shorter time been en- 
abled to report lectures and do amanuensis work satisfactorily. 

It is often advisable, however, for students not to stop when they 
have gained speed for ordinary amanuensis work, but keep on until 
they are able to write fast enough for any kind of dictation, and are 
competent to do law and miscellaneous reporting. This will take 
longer, but will amply repay the extra trouble. 

NUMBER OF LESSONS PER WEEK. 

It is well for students giving two or three or more hours of study 
per day to shorthand to take two lessons per week, if their letters 
reach me in not over one day's time. If the student lives at a great 
distance, and practices only one hour a day, one lesson a week is 
enough. Persons wishing to get along as rapidly as possible may 
in either case take more frequent lessons than above indicated. The 
scholar does not lose time between sending an exercise and receiving 
it again corrected, with further instructions, as there is always plenty 
of work that can be done. As much attention should be given the 
study in the intervals before receiving a lesson as at any other time. 

REGULAR STUDY. 

As elsewhere stated, the Allen Method will give proficiency in 
shorthand with a small part of the usual amount of work, but it does 
not relieve the student from the necessity of faithful practice if rapid 
progress is desired. Shorthand is too valuable an art to be had for 
nothing, and the best results come only from diligent and regular study. 
One or two or more hours should be set aside each dav and devoted 



i7 

to study, and exercises should be sent to the teacher regularly. In 
this way progress is certain, and skill will quickly come. 

This is not so essential, however, to those studying only for 
recreation or enjoyment. 

CLASSES. 

While all instruction by mail is individual, and there are no 
classes, it is often pleasant for several to study shorthand together. 
This plan is helpful in many ways : it stimulates interest in the study, 
makes progress more rapid, and enables the students to help each 
other considerably in practicing. 

When three or more persons commence taking lessons together, a 
deduction of ten per cent, will be allowed on amount of first remit- 
tance. 

SECURING POSITIONS. 

To save correspondence, would say that I do not guarantee posi- 
tions to competent pupils. Such a guarantee, occasionally advertised, 
is of itself no guarantee that the students will become competent in 
any particular time, nor indeed that they will ever be able to hold a 
position. It amounts to very little. 

I am, however, always glad to aid in obtaining positions for those 
pupils who are ready to fill them, and have favorable opportunities 
for so doing. 

There need be no fear in the minds of any that after they have pre- 
pared themselves for stenographic work they will fail to get employ- 
ment. It is conceded by all that the demand for assistance of this 
kind is increasing very rapidly, and that the prospects are bright for 
a still more rapid increase in the future. While there may be some 
not fitted for the work they desire to do who are seeking positions, 
competent stenographers who cannot get work are few and far be- 
tween ; I do not know of one. It is often the case that schools devoted 
to shorthand teaching are unable to meet the demand upon them for 
skilled help of this kind. 

TYPE-WRITING. 

The Type-writer is a machine intended to take the place of the pen 
for all ordinary writing. The result of its work resembles printing, 
being very neat and legible. The type-writer has several times the 
speed of the pen. 

The instrument is liked by business men, and shorthand amanu- 
enses are generally expected to be able to use it. 

It can be learned in one month, though in most cases the highest 
speed cannot be attained in that time. The way of using it is simple 



i8 

and but little instruction is needed. Exercises to teach the proper 
fingering, examples of the best way of writing commercial and legal 
papers, and the regulation of the machine comprise about all the 
points that need attention. These can be given by mail, although 
of course an instrument must be had for practice. Type-writers are 
found now in almost every large town, and probably one could be 
rented or used for practice near the student's home ; but in Albany 
there is every convenience for type-writer practice, at moderate 
charge. 

HOW TO REMIT. 

Money should be sent by bank draft, money order or registered 
letter. If a six months' course is not taken, the amount first remitted 
should include fifty cents for a Manual. 

Ample references as to reliability will be given to those asking for 
them. 

I should be pleased to answer any inquiries on any of the subjects 
treated in this pamphlet. 

Address all communications to 

N. CLEVELAND, Albany, N. Y. 



WHY THE ALLEN METHOD IS THE BEST. 

The three points to be considered in judging any system of short- 
hand with reference to its value for practical use are Simplicity, 
Rapidity, and Legibility. Each of these particulars is of great im- 
portance, and it is a rare system that excels in them all. For instance, 
a person may notice extraordinary figures of speed said to have been 
reached by such and such a system, and find after studying it that on 
account of its complexity he can do nothing with it. So the other 
elements may be specially prominent and yet the system as a whole 
be a bad one. 

In the Allen Method the three qualities above noted are evenly 
developed, and none detracts from another. A few of the points of 
superiority are as follows : 

SIMPLICITY. 

The Manual, which includes the fundamental principles, gives but 
thirty-seven pages of rules, explanations, etc. The principles peculiar 
to this Method which are not printed in the Manual are similarly 
treated, and would not occupy more than half as much space addi- 
tional. Most other systems have a series of text-books, comprising 
many hundred closely printed pages, giving a multitude of rules, 



19 

many of which are seldom used and require much time to make 
familiar. It is a common opinion among stenographers that the 
bulk of this matter should be left alone by the student. It cannot be 
disputed that the simpler the principles the quicker they can be 
learned and the easier they are to remember. The condensing in 
the Allen Method has been done without the loss of a single neces- 
sary principle, and with a positive gain to the student in many ways. 

This Method makes it an object to have as few exceptions as pos- 
sible to any general law, and to that end has abolished word-signs 
and arbitrary contractions almost entirely. It should be explained 
that word-signs are characters used to represent particular words 
arbitrarily, that is, not in the ordinary manner, as the stroke for K to 
represent the word " kingdom," and J standing for " advantage." It 
will be seen that the meaning of such a sign can only be remembered 
by considerable special practice. As by many methods long lists of 
words, sometimes reaching high into the thousands, are represented 
in this manner, the time required to learn to write rapidly is by such 
a system immensely lengthened. There is very little more work 
needed to learn to use a principle that can be applied to hundreds of 
words than to learn an arbitrary sign that is only used for one. 
Word-signs, too, do not save much time to any one, and to most 
writers are a hindrance to speed rather than a help, for being hard to 
remember they are apt to cause hesitation. The word-signs of the 
Allen Method number but two or three dozen, and these occur so 
frequently that they are not troublesome either to learn or to use. 
Long words of common occurence that are represented in other sys- 
tems by arbitrary contractions can be shortened according to rule, in 
a way that does not require special study for each word and that is 
simple and reasonable. 

It has no Corresponding Style. The " corresponding style " is an 
imperfect mode of writing which forms part of several of the more 
prominent systems, and which the student is obliged to learn and 
afterwards partially unlearn and substitute what is called the " report- 
ing style" for it. We know of no valid reason for its existence. It is 
slowly written, seldom or never used for actual work, and compli- 
cates and prolongs the student's task. It is condemned by many 
writers on phonography and practical reporters as consuming a great 
deal of the learner's time, interfering with his progress afterwards, 
and being practically useless. 

SPEED. 

This Method punctuates by leaving spaces, an inch at the end of a 
sentence, and short spaces to indicate commas, colons, etc., if desired, 
though separation into sentences is usually all that is necessary. Other 



20 

systems use either the ordinary or some special signs for punctuation 
marks, thereby retarding speed and adding practically nothing to 
legibility. It is also unphonetic to use punctuation marks, for the 
latter indicate absence of sound, which should not be expressed in a 
system claiming to represent only the actual sounds of the voice. 

It discards the letter H, thus saving many strokes in every sen- 
tence. Experience has shown that all ordinary words containing H 
can be read without trouble when the H is not expressed, and that, in 
the few words where it should be indicated, writing the vowel which 
follows the H makes the word even more legible than it would be if 
written in the ordinary manner. 

The Allen Method's list of vowel logographs contributes greatly 
to ease of 4 ' phrasing " (joining several words together), and enables 
the stenographer to phrase many times as often as is possible either 
with stroke logographs or the crude arrangement of other systems. 
Stenographers will agree that phrasing, when easily done, is one of 
the most valuable aids to rapid writing. 

Mode of Representing L and R. — This change in principle is 
partially indicated in the following words : 



L 



Dinner ij instead of 

More *. instead of <— N 

Kennel — p* instead of — q^ 

Mile f^\ instead of (£"** 

The gain in words like these is manifest ; one stroke instead of two, 
a light instead of a heavy stroke, a forward instead of a backward 
movement. When the frequent occurrence of these consonants is 
considered, the value of the change is apparent. 

A number of expedients have been introduced, shortening the 

representation of many words. L for " it has been," and 

\^> for " better than," are illustrations. 

LEGIBILITY. 

Writing R. — Opinions differ as to the best strokes for this letter. 
Most authors give the two signs, commonly called "upward" and 



2 1 

s - downward " R. and, except in a few cases, allow them to be used 
without distinction. Others, knowing that to allow these, or any 
other two ways of representing a sound, to be used at the " conven- 
ience " of the writer, is sure to cause hesitation, give but one sign. 
Neither of these views is right. The English consonant R has at 
least two distinct sounds, that heard in the words " right," " rack," 
etc., having a slight trill and always pronounced, and that heard in 
the words " fear," " Hartford," etc., where R is not pronounced dis- 
tinctly by some people, and has a smoother sound. By assigning 
one of the two strokes mentioned above invariably to one of these 
•sounds, and the other to the remaining sound, hesitation is avoided, 
and there is an immense gain on the score of legibility. The differ- 
ence in the sounds of R is recognized by Webster, Worcester, Bell, 
Prof. Whitney, and others. 

This is the only Method that shows when W and Y are consonants 
or vowels, and yet the distinction between the consonants and the 
vowels is one of the main features of phonographic reporting. 

As there are scarcely any word-signs, there is no illegibility from 
that source, which is perhaps the most common cause of difficulty in 
reading. 

The vowel logographs, however', differ from other word-signs, and 
are positive aids to legibility. They represent complete words and 
not merely a portion of the consonants, and they stand for one word 
only, whereas a stroke logograph can frequently be read in half a 
dozen different ways. 

Notwithstanding these and many other valuable improvements, 
which affect a large number of words, the deviation from the common 
•styles of phonography is so carefully arranged that the students of 
this method, with little study, can easily read the shorthand exercises 
of other systems. This would be of service in case one stenographer 
should desire to assist another not using the same system. 

A peculiar feature of this Method, and one that should have con- 
siderable weight, is that by it speed is given at the first, and is 
increase^ from lesson to lesson, so that if for any reason the student 
stops in his course before reaching the end he has something which 
will be of lasting value, viz., the ability to write rapidly — several 
times as fast as longhand, even if he has practiced but a short time. 
As by all other methods speed is left until the last, unless the student 
goes on to the completion of the course, he has nothing but a certain 
amount of theory, which is worthless to him because he cannot use 
it readily. As no one can tell what will happen to modify or prevent 
the carrying out of a plan for study, it is wise to adopt that course 
which promises the most in case of interruption. 

This peculiarity is of great value also to those Avho care only for 



22 

moderate proficiency, and do not wish to spend the time necessary to 
become expert. 

The Allen Method is adapted to the most difficult kinds of pro- 
fessional work. It can be written at a high rate of speed, and is easy 
to read. It answers every purpose. 

ALLEN'S MANUAL OF SHORTHAND 
WRITING. 

This book does not represent the complete Allen Method. Some 
of the most important new principles of the system do not appear in 
its pages. The book is designed to state in a concise form the ele- 
mentary principles of phonography as practiced by writers of the 
various systems, and to apply to those principles the plan of study 
referred to on page 10 of this pamphlet. As such it is a marked 
success. 

It is a book for the student, and not an encyclopaedia for reference. 
It is found that the great mass of detail in most phonographic text- 
books is not necessary, and frequently proves a serious hindrance to 
the student's progress. 

The Manual was also prepared with a view to its forming the basis 
of a universal system, combining the best features of the old methods, 
and for this reason much has been left untouched that it might other- 
wise seem desirable to change. 

It is a small book of 140 pages, divided as follows : Introduction, 
9; Rules of Procedure, 37; engraved shorthand for practice and read- 
ing, 52; Key to the reading exercises, additional words for practice, 
and Appendix, 42. 

It has no corresponding style, and at the first lesson gives rules 
for writing miscellaneous matter. This lesson is not to be passed 
until a speed of forty words a minute is attained, and the other lessons 
call for additional speed before the succeeding one is to be studied. 

Persons studying the Allen Method with a teacher should have the 
Manual, but should not use it except as directed in the teacher's les- 
sons. This is important. 

The book can be obtained of N. Cleveland, Albany, N. Y., or 
through any bookseller. Price fifty cents. 



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